Understanding English Language Acquisition Hurdles Among Vietnamese Gen Z Students in Higher Education (Published)
This study investigates the acquisition and enhancement of English communication skills among Vietnamese Generation Z university students, emphasizing the challenges faced and the strategies used to overcome these difficulties. The study employed a qualitative case study methodology, guided by three theoretical frameworks: sociocultural theory, the theory of planned behavior, and self-determination theory. The research included seven undergraduate and three foreign language instructors from selected universities in Ho Chi Minh City. Data were gathered via extensive open-ended interviews, subsequently subjected to triangulation through teachers’ perspectives and subsequent thematic analysis. The findings indicated the existence of four primary categories of issues: (1) Linguistic Competency Challenges—gaps in grammar, vocabulary, and listening/speaking abilities worsened by grammar-heavy, teacher-centered teaching; (2) Emotional and Motivational Barriers—low self-esteem, worry, fear of being judged, and lack of motivation; (3) Instructional and Practice Gaps—few chances to communicate in a real-life way; and (4) Sociocultural Exposure Limitations—too much reliance on translation tools and not enough time spent with native speakers. In response, students employed three primary categories of strategies: (1) Instructional Support and Classroom Climate—preference for interactive, student-centered teaching, timely feedback, and psychologically safe learning environments; (2) Interactive, Game-Based, and Real-Life Communication—use of role plays, games, and guest speakers to reduce speaking anxiety; and (3) Learner Autonomy and Technology-Enhanced Practices—self-directed learning, reflective habits, and digital tools such as Duolingo, ELSA, and ChatGPT. The research indicates that the advancement of English communication skills among Vietnamese Gen Z necessitates the evolution of pedagogical approaches, the augmentation of sociocultural involvement, and the fair incorporation of technology with interactive components. This study employs a student-teacher triangulation to enrich the Southeast Asian English as a Foreign Language (EFL) literature by incorporating systemic, affective, and technological dimensions, producing noteworthy insights for educators, curriculum developers, and policymakers aimed at improving communicative competence among Gen Z learners in Vietnam.
Keywords: Coping Strategies, English communication skills, Vietnamese Generation Z, learning challenges, technology-enhanced learning
Communication Anxiety of Arab University EFL Students (Published)
This paper explores the incidence of communication anxiety as well as evaluative anxiety among university EFL students in four countries in the Arabian Peninsula (Bahrain, Oman, Saudi Arabia, and the UAE), and examines factors associated with anxiety in the classroom. The study discusses the nature, implications, some causes and effects of communication anxiety and suggests possible prevention and coping strategies to this problem.
Keywords: Arab Students, Coping Strategies, EFL, anxiety prevention., apprehension, communication anxiety